Ped4141 - in My Feelings Unit Plan and Lesson 4

In My Feelings!
By: Katherine Ferrao, Kristie Burhunduli, & Marianna Priori

PED4141 - Professor Suzanne Gooderham
Unit Overview
Grade: Kindergarten
Topic
Strand: 4.4 Self-Regulation and Well-Being
Self-Regulation and Well-Being (Big Idea)

Students will learn of their own thinking and feelings. They will learn to regulate their
Unit overview emotions, adapt to distractions, and assess consequences of actions. Children will also
learn of their physical and mental health and wellness.
Duration: One month
Context rationale: This unit falls at the very beginning of the year, starting in the first
Context week of school. It is very important to get the students in a routine, have them
recognizing how to self-regulate, and teach them how to understand and handle their
emotions in a healthy manner. Placing this unit at the beginning of the year will help set
the tone for classroom management.
Unit guiding Essential questions: How do we express how we are feeling? How do we control our
question feelings? How do our bodies show how we are feeling?
Overall expectations
1. Demonstrate independence, self-regulations and a willingness to take
responsibilities in learning and other endeavors
Overall 2. Identifying new social skills in play and other contexts
expectations 3. Demonstrate an ability to use problem solving skills in a variety of contexts,
including social contexts.
4. Communicate their thoughts and feelings and their theories and ideas through
various art forms
Play-based learning has become an extremely important pedagogical method in

JK/SK classrooms. Students are introduced to inquiry and exploratory learning through
play, both structured and spontaneous. Through the play-based learning approach,
Play-based students are expected to learn by understanding the world, colours, shapes, people,
learning animals, materials, feelings, and objects around them. This particular unit on the
regulation and expression of feelings and emotions meets the description of play-based
learning through discovery and hands-on centres that are both facilitated and
spontaneous. The lessons and activities (centres and teacher-led) will help these young
minds acquire the necessary skills and knowledge needed for years to come. The play-
Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING - ORGANIZER
based learning approach to this unit provides students with a sense of understanding and
reasoning in terms of their own feelings and moods. It scaffolds the learning for each
student on a personal and meaningful level, which not only interests students, but
engages and motivates them as well.
Lessons
In My Feelings
By: Katherine, Kristie, Marianna
Focus: The focus of this lesson is for students to learn of emotions and feelings, as well
as how to regulate their emotions. They will go over the zones of regulation and learn
1.
how to express which zone they belong to in order to communicate their feelings.
Assessment for learning: Faces and emotions sorting activity. The students will apply
their knowledge of emotions to the sorting activity. The students will match the set of
faces to the appropriate emotion provided by the teacher.
My Many Coloured Days
Focus: The focus of this lesson is for the students to delve deeper into associating
feelings with colours. They will be reading the book “My Many Coloured Days” and
completing an activity wherein they use a coloured spinner and they discuss what
feelings they think that colour would represent.
2.
Assessment as learning: Students will discuss which feelings they have when they see
particular colours and reflect on why.
Assessment for learning: Fill-in-the-blanks feelings statement “___(colour)____ makes

me feel___(emotion)____ because______(reason)_______.”
Inside Out
Focus: The students will be learning how to associate different feelings with different
facial expressions and colours. The students will watch the film Inside Out and
3.
Assessment for learning: Checklist for the teacher to complete. The students will
complete the “What emotion are you feeling today worksheet” and depict an image of
the emotion they are feeling that day. The teacher will assess the work to determine id
the student understood the concepts taught in the lesson.
Guided Relaxation
4.
Focus: The focus of this lesson is for the students to learn to listen to how their body is
feeling through stretching and breathing exercises. In this lesson they will follow a
guided relaxation video which will show them the steps to calm their body independently
and how to tell when we need to do that.
Assessment for learning: During the lesson’s accompanying activities, the teacher will
be taking anecdotal notes. Afterwards, the students will have an activity centre where
they can explore various calming manipulatives. While the students are there, the teacher
will ask questions about the lesson and observe their behaviours while writing anecdotal
notes to record their level of understanding.
How to be a Good Friend
Focus: This lesson focuses on creating an idea as a class about what being a good friend
is, what it looks like, and how we have to behave for us to be considered good friends.
As a class, they will read “The Giving Tree” to illustrate the importance of generosity,
5.
and finally, they will create their own illustrations of what being a good friend looks like.
Assessment as learning: The teacher will be recording anecdotal notes of students’

answers during discussion to see if they understand what it means to be a good friend.
This diagnostic assessment will help guide the teacher’s further discussions in the lesson.
Regulating Wants vs. Needs
Focus: The focus of this lesson is to provide students with the necessary knowledge
needed to understand the difference between wants and needs in everyday life. In this
lesson, students will be able to grasp the concept particularly of “needs” in order for
humans to survive, and how to self-regulate and handle feelings when dealing with
6.
“wants”.
Assessment for learning: The activity associated with this lesson allows for assessment
FOR learning through the use of a YES, NO, W/A (with assistance) checklist. The
teacher will be taking students by small groups of 4 during centres and formatively
evaluate their knowledge through tactile learning.
Culminating Task: Emotions Calendar

By: Katherine, Kristie, Marianna
Focus: The focus of the culminating activity is to have the students reflect on their
feelings each day for one month. With this task, they will be demonstrating their
knowledge of recognizing what they are feeling, associating colours to these feelings,
and communicating why they feel that way.
7.
Assessment for learning: The students will be assessed daily with their feelings
calendar reflections and how well they are able to express their emotions verbally.
Assessment of learning: The sum of the daily assessments for learning will be compiled
to determine the student’s growth in identifying and expressing their emotions, which
will be recorded in an anecdotal note chart.
Reflection of Kacy’s Feedback (discussed in class with Kristie and Katherine):
Collaborating with peers in class gave me the opportunity to reflect and share ideas with
peers that benefited by overall unit planning. After having discussed with Kacy, she
suggested that I incorporate visual aids and pictures into my lesson. I took Kacy’s
suggestion and did just that as I have several ELL learners in my class that would benefit
from the use of visual aids during lessons and activities. -Kristie
Reflection & Kacy’s feedback about minimizing talking and discussion time made me add more
Incorporation of kinesthetic components to the lesson wherein the teacher can discuss concepts of self-
peer feedback regulation while the students are engaged and moving. I also decided to incorporate more
pictures and visual aids (e.g. pose sheet anchor charts, videos) to benefit my ELLs and
visual learners. As a group, we added a wider variety of assessments, we listed what type
of assessment each lesson offered, and we gave context and a rationale to when in the
year this unit would be taught. - Katherine
Reflection of Ashley’s Feedback (discussed in class with Marianna):
Ashley and I decided to use the feedback method of ABC (Agree, build on, challenge),
which seemed to work very well for us. After having collaborated with Ashley, I realized
that we had to come up with an assessment tool that is appropriate for Kindergarten but
also effective and realistic for the teacher and the grade level. Ashley suggested a rubric,
however, I felt that that was not effective for our particular culminating task, as well as
the grade level, so together we discussed and brainstormed other options. I loved the
idea that Ashley came up with for lesson 4, as she suggested to add prompts about how
friends make them feel. This will allow for students to continue to explore expressing
their feelings and self-regulating. In lesson 6, Ashley loved that students were active
participants/members in their own learning and creating something as a class
community. - Marianna
Introductory Lesson - Feelings
Unit: In My Feelings
Grade: Kindergarten
Strand: 4.4 Self-Regulation and well-being
Kindergarten overall expectations Guiding question
Overall expectations: - How do we control our feelings?

● Demonstrate independence, self-regulations
and a willingness to take responsibilities in
learning and other endeavors (Overall
expectation 2)
● Communicate their thoughts and feelings
and their theories and ideas through various
art forms (Overall expectation 22)
Specific expectations
2.4 demonstrate self-control (e.g., be aware of and label their own emotions; accept help to calm down;
calm themselves down after being upset) and adapt behaviour to different contexts within the school
environment (e.g., follow routines and rules in the classroom, gym, library, playground)
22.1 communicate their ideas about something (e.g., a book, the meaning of a word, an event or an
experience, a mathematical pattern, a motion or movement) through music, drama, dance, and/or the
visual arts
Description of lesson & Task
Description of lesson: During carpet time, the teacher will begin the lesson by explaining to the students
what emotions are. They will explain that our emotions are the way our bodies express how our mind
feels. For example, when someone is feeling sad they may cry, when someone is feeling joyful they may
smile. The teacher will go over four feelings (anger, happiness, fear, and sadness) and explain that certain
feelings can be associated to different colours. The teacher will then introduce the students to the Zones of
Regulation and explain how we can express how we are feeling through colours. For example, calm
feelings such as sadness are associated with blue. Strong feelings such as anger and frustration are
associated with red. The teacher will call upon students to share how they are feeling in the moment, and
the whole class will guess which Zone of Regulation that person is in right now based on their feelings.
This will serve as a diagnostic assessment of the students’ understanding, and the teacher will be able to
send them off to their activity centers afterward.
Task: At this activity center, the teacher will be stationed to perform an assessment for learning task. In
the “Faces and Emotions Sorting” activity, the students will sort pictures of faces and names of feelings
under the zones of regulations.
Accommodations/Modifications/Differentiation
Accommodations & Modifications

Time
The teacher will allow students to...
● Take more time to complete tasks
● Have extra time to process oral information and instructions
● Take frequent breaks
Setting
● Allow students to sit where they work best
Response
● Give responses to the worksheet in a manner that they are most comfortable with (orally if need
be)
Specifics
● Students with an IEP, the lesson expectations will match their specific plans (modification)
Differentiation
Universal design
The teacher will provide important information in both oral, written, and visual formats. The lesson
incorporates speech and language (for verbal learners), and independent work (for interpersonal learners).
The lesson instructions are brief, uncomplicated and allows time for clarification of directions and
essential information. The lesson allows for accessibility for more students including those with learning
disabilities.
Assessments
Assessment for learning
The “Faces and Emotions Sorting” activity will serve as an assessment for learning at the beginning of the
“In my feelings unit”. The activity will serve as an assessment for learning for the teacher to see whether
or not the students understand the concepts of feelings and how they connect to colours. These concepts
are crucial for moving on in the unit, so with this assessment, the teacher will be able to determine if more
basic lessons need to be taught to solidify the concepts that have been covered in lessons thus far.
Materials
- Zones of regulation chart
- Pictures of faces and names of feelings under the zones of regulations.
Reflection In this lesson students have learned of the different feelings and of the zones of
regulation. By the end of the lesson the students will have gained the ability to
associate different colours to different emotions.
Next Steps This lesson introduces students to the different zones of regulation (which will be
elaborated in upcoming lessons).
Katherine’s Lesson Plan
Lesson 4 - Guided Relaxation
Unit: In My Feelings
Subject: Self-Regulation and Well-Being
Grade: Kindergarten
Overall expectations Guiding Questions:
As children progress through the Kindergarten 1. How do our bodies show how we are
program, they: feeling?
2. demonstrate independence, self-regulation, and

a willingness to take responsibility in learning and
other endeavours
6. demonstrate an awareness of their own health
and well-being
7. participate actively and regularly in a variety of
activities that require the application of movement
concepts
Specific expectations:
2.4 demonstrate self-control (e.g., be aware of and label their own emotions; accept help to calm down;
calm themselves down after being upset) and adapt behaviour to different contexts within the school
environment (e.g., follow routines and rules in the classroom, gym, library, playground)
6.1 demonstrate an understanding of the effects of healthy, active living on the mind and body (e.g.,
choose a balance of active and quiet activities throughout the day; remember to have a snack; drink
water when thirsty)
7.1 participate actively in creative movement and other daily physical activities (e.g., dance, games,
outdoor play, fitness breaks)
Description of lesson & Task
Learning objectives: Students will be able calm their bodies by breathing, stretching, and self-regulating.
The students should be able self-regulate well enough that they are not distracting from their or others’
learning.
Description of lesson and accompanying tasks:

The teacher will begin the lesson by introducing the students to the concept of intuitive breathing and
how it can calm our bodies and help us regulate our emotions. First, the teacher will lead the students in
the stretching poses (See Materials section). While the students do the poses, the teacher brings their
focus to their bodies and how they are feeling (e.g. Do you feel sore? Do you have a lot of energy?), how
it is important to breathe while you are stretching so your body has enough oxygen, and how doing these
exercises is a good way of calming our bodies.
The teacher will then present the Cosmic Kids “Peace Out - Time Out” video and the students will follow
along with the story and breathing exercises. As the students are doing the breathing exercises, the
teacher can make anecdotal notes about how engaged each student is in the activity and how well
they are participating. Once the video is over the teacher can ask the students questions about how they
are feeling (e.g. Do you you feel calm? Do you feel relaxed?).
Activity center:
Afterwards, the students will have an activity centre where they can explore various calming
manipulatives. During this activity center, the teacher will be observing the students’ interactions with
each other about their feelings, and the teacher will ask guiding questions (e.g. How does that
manipulative make you feel? How do you breathe to calm your body?) while recording their observations
in an anecdotal note chart.
Accommodations/Modifications/Differentiation:
Accommodations: Any student that is not physically able to perform the movements will have an
alternate version of the moves created for them to suit their mobility restrictions.
Modifications: Students who experience difficulty sustaining attention will only be expected to participate
for as long as they are able, and they will be given relaxation manipulatives to help them focus should
they wish to continue with the activity.
Differentiation: The relaxation pose portion of this lesson is designed to benefit kinesthetic and visual
learners. Students may move to a spot in the room that suits their needs and move in a way that allows
them to reach the learning goals, and the pose anchor charts on the walls will help visual learners reach
the learning goals. The guided meditation benefits auditory as well as kinesthetic learners because it
allows them to learn the process of calming breathing, and the kinesthetic learners are given the
opportunity to be in whatever position makes them comfortable and allows them to participate in the
activity.
Assessment:
Assessments for and as learning:

During the guided breathing video, the teacher will be taking anecdotal notes on the students’
participation, engagement, and effort. This will be an assessment for learning to determine how well each
student can self-regulate in a group activity.
While the students are at the calming manipulatives activity center, the teacher will ask guiding questions
(e.g. How does that manipulative make you feel? How do you breathe to calm your body?) while
recording their observations in an anecdotal note chart. Having this conversation prompted by the
guiding questions with ELL students will serve as an assessment as learning for them because, as explained
in my Assessment as Inquiry assignment, having conversations about particular subject matter with peers
or with teachers allows for ELL students to negotiate meaning, solidify their knowledge, and enhance their
understanding.
Materials:
- Pictures of the relaxation poses
- Cosmic Kids Yoga “Guided Relaxation” video
https://www.youtube.com/watch?v=9_vEZTrmtyA
Holistic Class Profile
CLASS STRENGTHS: CLASS NEEDS:

This class performs very well in collaborative One of the areas of need that this class
group tasks including everyone and presents, is self-regulation. They have difficulty
cooperating well. As well, many students in monitoring their emotions, respecting their
this class are visual and kinesthetic learners, so peers’ feelings, and refraining from distracting
this lesson will greatly benefit them by keeping others during solo work. There are also three
them engaged and suiting their learning students in the classroom that have a
styles. particular difficulty with self-regulation due to
behavioral exceptionalities.
GOALS: DECISIONS/TO DO:

I'm hoping that this lesson benefits the ELLs in The first strategy I will include in my planning is
the classroom through the consistent visual making sure that I have enough visual
representations of what is being taught. representations of the content I'm teaching in
Throughout this lesson, ELLs at every level of order to benefit the ELLs and suit the learning
understanding will be able to participate by style of the visual learners in the classroom. I
using the anchor charts, the video, and their will also be including constant assessment in
peers as guides. As I explained in my this lesson in order to accurately gauge my
assessment as inquiry assignment, it is students learning levels, and determine where
important to provide ELLs with as many visual to direct more focus in the unit to suit their
representations of the content as possible to areas of need. This particular lesson is very
facilitate their learning in a different pivotal in the unit because it has the students
language. thinking about what a self-regulation routine
I'm also hoping that this lesson benefits the looks like, and it would be the lesson to which
three students in the class with behavioral I will make a connection with our morning
exceptionalities by teaching them the routine. This morning routine will include similar
concepts of self-regulation, how to express processes of calming our bodies with
their emotions, using the zones of regulation stretching and breathing all well listening to
to articulate their emotions when they are calming music and putting ourselves in the
unable to, and showing them the steps they green Zone of Regulation.
can take to calm their bodies when they are
feeling overwhelmed.
Culminating Task - Feelings Calendar
Learning Objective:
Students will be able to gather the learning that they have acquired throughout the unit and present it through the
completion of one task daily over a span of one month. Students will demonstrate their understanding of different
emotions and how to express and regulate their feelings on a daily basis through a calendar, both orally and visually.
Materials:
● Individual calendars with colour coded feelings legend
● Pencil crayons
● Pencils
Task:
The students will be tasked with completing a feelings calendar. Each morning, they will colour in a square on the
calendar the colour that represents how they are feeling, according to the colour on the faces “legend”. Students will also
be required to copy the word associated with the feeling they have chosen (ie, nervous, excited, sad, happy…). Once they
have completed their colouring and writing, students are to bring their feelings calendar sheet to the carpet for circle time,
where each student will take a turn explaining how they feel today and why (if they know why). Once they have
completed the entire month and the teacher has assessed each students’ calendar (summatively) and daily oral
explanations (formatively), they may bring them home to show their families. (see below)
Assessment tool for Assessment OF learning:

The students will be assessed and evaluated on the production of their feelings calendar at the end of a one-month (4
week) period. There are two methods of assessment being used in order to collect student evidence of learning.
The first assessment tool being used as an assessment FOR learning, where students will be formatively assessed
daily during their sharing time at circle time. The teacher will have a clipboard each day with a smiley or frowny face
beside each student’s name. Once the student speaks, the teacher is to check off either the smiley or frowny face based on
whether or not the student was able to identify a feeling and express why they are feeling that way. At the end of the 4
weeks, the teacher will be able to see if the student progressed in terms of ability to express themselves and thus, regulate
their feelings. Furthermore, at the end of the 4 weeks this assessment FOR learning will ultimately become part of the
assessment OF learning.
Example of assessment tool:
Jacob
The second assessment tool being used is an assessment OF learning, where the accumulation of evidence is being
evaluated. The completed feelings calendars with their colours and corresponding feeling word each day, along with the
smiley or frowny faces, will all be taken into consideration in order to bring the feelings unit to a full conclusion. Even
though the unit comes to an end, it is excellent practice for students to get into the habit of controlling/expressing their
feelings daily. The assessment tool that will be used are anecdotal sheets, where the teacher is to write a brief comment
about each student based on the data collected over four weeks, and use this comment as part of the students’ progress
reports. Emotional and social development is just as important as cognitive development at this critical age, therefore,
teachers will discuss each students’ ability to express or regulate their feelings with parents during interviews and on
progress reports.
Example of anecdotal comments sheet assessment tool:
Example of Feelings Calendar daily worksheet:

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In My Feelings!

By: Katherine Ferrao, Kristie Burhunduli, & Marianna Priori

Self-Regulation and Well-Being (Big Idea)

Duration: One month

Play-based learning has become an extremely important pedagogical method in

My Many Coloured Days

Assessment for learning: Fill-in-the-blanks feelings statement “___(colour)____ makes

How to be a Good Friend

Assessment as learning: The teacher will be recording anecdotal notes of students’

Regulating Wants vs. Needs

Culminating Task: Emotions Calendar

Reflection of Ashley’s Feedback (discussed in class with Marianna):

Introductory Lesson - Feelings

Kindergarten overall expectations Guiding question

Overall expectations: - How do we control our feelings?

Accommodations & Modifications

Overall expectations Guiding Questions:

2. demonstrate independence, self-regulation, and

Description of lesson & Task

Description of lesson and accompanying tasks:

Assessments for and as learning:

- Pictures of the relaxation poses

Holistic Class Profile

CLASS STRENGTHS: CLASS NEEDS:

GOALS: DECISIONS/TO DO:

Culminating Task - Feelings Calendar

Assessment tool for Assessment OF learning:

Example of assessment tool:

Example of anecdotal comments sheet assessment tool:

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Assessment for learning: Fill-in-the-blanks feelings statement “_(colour)__ makes